Purpose
Formulating and applying a comprehensive educational module aims to bridge the knowledge gap among healthcare professionals and raise awareness of human trafficking. An estimated 27.6 million people are victims of human trafficking worldwide. Survivors of human trafficking are often exploited and may have a range of health-related issues and may require services from healthcare professionals. However, many healthcare professionals may feel unequipped or insufficiently trained to identify the signs of trafficking and provide resources to those seeking care.

Methods
In collaboration with the University of Miami’s THRIVE clinic, medical students developed educational resources and compiled them as a module, delivered through the Canvas e-learning platform. This module includes an educational seminar, a trauma-informed physical exam guide, local and national resource links, and an optional 20-question quiz. Participants receive a certificate upon module completion. The module is available year-round, with regular reminders sent to encourage participation. Additionally, a clinical advisor and yearly selected student moderators ensure the module remains updated with current information.

Results
Currently, 194 medical students and 78 employees (faculty and staff) are enrolled in the course, with an average quiz score of 98%. Feedback from implementation surveys indicated enhanced participant confidence in identifying human trafficking survivors, knowledge of local resources available to survivors, and a greater understanding of the importance of human trafficking training.

Conclusion
The creation and implementation of this module are simple, beneficial, and cost-effective, with trackable progress in completion. Due to the module's optional nature, achieving a 100% completion rate can be challenging. The adoption of this module is highly feasible, and sustainable and fosters simultaneous multifaceted delivery of appropriate training for numerous healthcare professionals and can be implemented every academic year at different institutions.

Purpose
AI in medical education raises fears regarding teaching challenging concepts effectively and the reduction of critical thinking. The gap between AI's potential and implementation highlights a need for a framework to guide how and when to apply AI in curricula. We adopted the PICRAT model to determine when and how to use AI to create activities and explain challenging concepts/ misconceptions. 

Methods
We evaluated the application of AI (ChatGPT 4o and Claude 3.5 Sonnet) in medical education using the PICRAT model, which assesses technology's educational impact on two axes: student engagement (Passive, Interactive, Creative) and teaching practice influence (Replacement, Amplification, Transformation). This work represents a student-educator perspective and collaboration that discussed a framework for applying AI to explain complex concepts like gradients, flow, and velocity and Darrow Yannet diagrams or fluid-electrolyte balance visualizations.

Results
Two key findings emerged regarding AI limitations and effective integration. While effective at concept visualization, AI requires human input for comprehensive explanations, struggling with nuances like steady-state versus dynamic changes. Second, applying the PICRAT framework ensures that AI use augments critical thinking. Applications are not replacements (e.g., interactive figure for a paper figure) and are student-centric learning.

Conclusion
AI should complement, not replace, human teaching and learning. Our modified PICRAT-guided integration can guide the selection of when and when not to use AI to promote understanding and minimize overreliance. The goal is that technology amplifies or transforms education rather than simply replacing existing practices.

Purpose
To investigate medical undergraduates' understanding, utilization, and perspectives on artificial intelligence (AI), focusing on its perceived benefits, challenges, and implications for medical education and practice.

Methods
A mixed-methods study combining quantitative surveys and qualitative thematic analysis. Surveys assessed students' AI knowledge sources, understanding levels, experiences, and perceptions of AI's impact. Open-response questions were analyzed to identify key themes.

Results
Quantitative data from 42 participants revealed that students have a moderate understanding of AI applications in medical education (mean score of 2.8 out of 5) and practice (mean score of 2.7 out of 5). AI is primarily understood through informal sources with 76% and 71% of participants reporting their understanding coming from news and personal experience respectively. AI was seen as beneficial for summarizing research papers (mean score of 3.7 out of 5) and educational content (mean score of 3.7 out of 5). However, significant ethical concerns and fear of over-dependence were prevalent. Qualitative analysis identified themes such as a broad conceptualization of AI, its potential to enhance efficiency and learning, skepticism about its current limitations, ethical and responsibility concerns, and mixed emotions regarding its impact on medicine. Barriers to AI adoption include financial constraints, limited access to technology, and integration challenges.

Conclusion
Medical undergraduates recognize AI's potential to enhance educational and clinical outcomes but are cautious due to ethical concerns and practical barriers. There is a strong demand for interactive, practical AI applications and structured integration into medical curricula, supported by clear guidelines and ethical training. Furthermore, the data show a clear desire and potential benefit in collaborative efforts to adapt and integrate AI into both personal and professional lives, improving both. Addressing these barriers is crucial for leveraging AI’s full potential in medical education and healthcare.

Purpose
Many women and children in rural communities lack proper health education, often due to complex materials that fail to engage the audience. Our program, HEART (Health Education and Accessibility for Rural Territories), addresses this by developing creative, accessible, and digital health education materials tailored for these communities. At the same time, high school students in this program learn to effectively communicate science and medicine to diverse populations.

Methods
HEART is designed for students interested in increasing health equity in rural areas worldwide. We partnered with the International Young Research Conference based in Columbia University Vagelos College of Physicians and Surgeons, which is a virtual medicine summer program for more than 300 high school students worldwide. Participants in the HEART program are  tasked with creating rural health educational materials online on topics ranging from handwashing and first aid to RTI treatment and contraception use. The digital educational materials can then be translated to physical pamphlets or booklets for people in rural communities. To aid these initiatives, students will create educational materials such as flyers, videos, apps, games, cartoons, and more. While students have the freedom to be creative, they must consider that most rural areas have limited access to technology and Wi-Fi, and literacy rates, particularly among females, are typically very low globally. The impact of these educational materials is limitless, as each educational material will be tailored to the target population.

Results
After an interest form was sent out, 60 high school students from around the world expressed interest in creating educational materials. These include posters, rap, cartoons, graphic novels, storytelling kits, and manuals. Each week, students can join office hours to learn how to make their material culturally specific. Although the program has not finished yet, several students have already reached out about future plans for this program. The next step is distributing these educational materials through printed posters, apps for communities with phone access.

Conclusion
By providing basic and engaging medical education to villagers and community health volunteers in rural communities, they are more informed of taking care of their health. In addition, high schoolers worldwide have the freedom to improve health literacy through creative methods, while taking into account cultural specific information for the target population.

Purpose
Many physicians and other healthcare professionals report that they lack the knowledge base regarding the role of nutrition in health and the skill development that would prepare them to provide patient-centered nutrition counseling.  The amount of nutrition education that medical students receive continues to be far less than the minimum of twenty-five hours recommended by the National Academy of Sciences. Overall, efforts to introduce nutrition education have been reported to be hindered by an already crowded medical school curriculum. Proposed strategies to navigate this barrier include establishing nutrition modules that can be integrated throughout the medical school curriculum.    

Methods
Faculty from six medical schools in Michigan collaborated to develop nutrition education curricula using the ScholarRx Bricks innovative digital learning system which allowed for accessible online integration of nutrition topics across each of the respective medical schools' curricula. 

Results
We developed 3 open access ‘bricks’ spanning, (1) food labels, (2) social determinants of health, and (3) eating patterns and healthy eating.  We chose these topic themes with the aim to improve medical students' preparedness for board examinations and clinical practice. 

The ScholarRx Brick “Understanding Food Labels and Portion Sizes” covers the basics of food labels including food label information, serving sizes, and health claims. The ScholarRx Brick “Social Determinants of Health: Food Access” covers how access to nutritious food is a critical social determinant of health, how food security risks are associated with poorer health outcomes and higher odds of chronic illness, and use of a validated screening tool for identifying individuals or households at risk for food insecurity.  The ScholarRx Brick “Eating Patterns and Healthy Eating” covers recommended healthy dietary patterns, nutrient-density food choice concepts, basic nutrition assessment methods, and lifestyle-based approaches to patient-centered nutrition counseling.

Conclusion
These innovative, open access, online ScholarRx Bricks are easily accessible and can help institutions to address the gap in nutrition education currently identified in medical school curricula. Using this online format may also help students to appreciate the relevance of learning about nutrition and support the importance of integrating nutrition counseling skills in their future clinical practice.

Purpose
Literature indicates at least 80% of a person’s health is determined by Social and Structural Determinants of Health (SSDH)  and a 2019 report from the National Academy of Science, Engineering and Medicine called on health educators to incorporate curriculum to advance health equity. However, experts including Neff, et al, point out that…” role of such structural forces on health and health care has been incorporated unevenly into medical training.”

Methods
At Touro University California, Structural Competency was adopted as a formal Program Learning Outcome, ensuring integration into the undergraduate medical curriculum.  Dedicated time built into the curriculum includes an introductory Foundations of Structural Competency course in the first month of medical school. A “PDSA” type model is utilized to assess content and student feedback and has led to a longitudinal Standardized Patient series built upon both structural competency foundations as well integration of early ‘doctoring’ skillsets to provide a scaffolding, simulation-based learning experience that overlaps and augments (rather than displace or increase) existing curriculum. The curriculum provides case-based scenarios with direct faculty supervision to assess student’s ability to address SSDH as they move into clinical rotations and residency.  

Results
Four cohorts of students have completed the Structural Competency curriculum since its inception.  Course surveys identified that prior to beginning medical school students generally felt structural competency is important with an even greater number expressing importance upon completion of the curriculum.  Continual review and revision have provided a template to effectively integrate and assess SSDH in medical education.

Conclusion
Recognition of structural determinants of health and the importance of diversity, equity and inclusion in healthcare has led to calls for increased education regarding SSDH in medical education.  Our work provides an overview of barriers and opportunities to integrate structural competency into medical curriculum.  This lighting talk will provide examples along with a flexible template that educators can utilize to develop, increase and improve structural competency and diversity, inclusion and equity in medical curriculum.

Purpose Statement
The integration of a student-run pro bono clinic offers many opportunities for student success and impact on communities. This project describes the development and structure of a student-run pro bono physical therapy (PT) clinic, focusing on the impact of essential services to uninsured and underinsured individuals. In the rapidly evolving landscape of healthcare, the process of utilizing virtual technologies has opened new frontiers for delivering quality care to these populations. Telehealth facilitates essential experiences of delivering care, while enabling students to implement evidence-based practice and contribute to the well-being of their communities. The aim is to highlight start-up strategies, student involvement, and the proposed use of telehealth in a pro bono PT clinic in the virtual era.

Methods
The project employed different methods and phases of development. Student involvement included performing a Needs Assessment of the local community, development of Mission and Vision statements, organizing the Student Leadership Structure, and proposed Policies and Procedures. Literature searches regarding telehealth and student-run pro bono clinics were conducted and the benefits as an optional service to patients were compiled. 

Results
During development, students identified significant gaps in PT services for uninsured individuals, particularly in underserved areas. Students utilized ‘The Pro Bono Network’ to make essential connections for collaboration, and Mission and Vision Statements were developed utilizing examples from the PT community. The Student Leadership Structure was designed by students and includes a Clinic Coordinator, Scheduler, Community Relations/Marketing Officer, Funds Officer, and Outcomes Coordinator. Once the student positions were established, each officer developed policies and procedures for each area. The delivery of care through a telehealth platform in pro bono clinics support the benefits for developing student clinical reasoning, communication, and student readiness for clinical internships. This virtual delivery of care, as one of many services in the structure of the pro bono clinic, has the potential to reduce barriers for access to care and produce positive functional outcomes in patients. 

Conclusion
Engaging students in the start-up and operational phases fosters innovation and professional growth while ensuring a commitment to community service. The development of student-run pro bono PT clinics in the virtual era presents a viable solution for addressing the healthcare needs of uninsured populations. This session aims to inspire healthcare professionals, educators, and students to develop pro bono care clinics and embrace virtual technology to expand access to services and advocate for equitable healthcare for all.

Purpose
Generative Artificial Intelligence (GAI) offers increased accessibility and personalized learning, though the potential for inaccuracies, biases, and unethical use is concerning. 

Methods
We present a newly developed research paper assignment that required students to utilize GAI. The assignment was implemented within three online, asynchronous graduate courses for medical laboratory sciences. Student learning was assessed using a rubric, which rated students’ effective integration and evaluation of GAI-generated content against peer-reviewed research articles, thus demonstrating their critical thinking and synthesis skills, among other metrics. 

Results
Overall rubric scores were high, suggesting that learning outcomes were met. After field testing, we administered a 16-item survey about GAI utilization, contribution to learning, and ethical concerns. Data (n=32) was analyzed and free-response answers were thematically coded. While 93.8% of respondents found the GAI-generated content to be “very good” or “excellent”, 28.1% found inaccuracies and 68.8% “strongly agreed” or “agreed” that GAI should be allowed to be used as a tool to complete academic assignments. Interestingly, however, only 28.1% “strongly agreed” or “agreed” that GAI may be used for assignments even if not explicitly authorized by the instructor. 

Conclusion
While GAI allowed for more efficient completion of the project and better understanding of the topic, students noted concerns about academic integrity and the lack of citations in GAI responses. The assignment can easily be modified for different learning preferences and course environments. Raising awareness among students and faculty about the ethical use and limitations of GAI is crucial in today’s evolving pedagogical landscape.